Effectiveness Of Supplemental Instruction Research Articles

When and how do peers stimulate engaging in desirable difficulties: Student perspectives on the effectiveness of supplemental instruction

Supplemental instruction, also known as Peer Assisted Study Sessions (SI-PASS), is a well-established form of peer learning that has been implemented in higher education institutions across the globe and that coincides with learning gains for participants. While the effects on learning gains have been extensively studied with quasi-experiments, the underlying mechanisms that make SI-PASS effective are less well understood. This study explored what benefits students thought SI-PASS offered and through which mechanisms. We studied this by interviewing 14 students who participated in SI-PASS during a field experiment that reliably found a significant impact of SI-PASS on performance. The students were asked to expand on if and why they thought SI-PASS was effective. Thematic analysis and independent coding indicated an interplay of three main drivers. SI-PASS was experienced as effective because it stimulated the use of effective study techniques and social learning. These drivers were facilitated and enhanced by a pedagogical climate that lowered the threshold to engage in collaborative learning and effective study techniques. These findings could help pinpoint what elements should be highlighted during the preparation of SI-leaders and what aspects should be monitored and tested when implementing or studying SI-PASS.

Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment

Supplemental Instruction (SI) is a form of structured peer guidance attached to a specific course, provided by an experienced and trained student to a group of students. Previous studies show a positive effect of SI on learning outcomes, some found effects on well-being, and sense of belonging. However, literature on SI lacks randomized controlled trials and does not fully address the risk of self-selection bias. The current study tested whether SI has an effect on grades, mental well-being, and sense of belonging with a pre-registered randomized field experiment and a sample of 493 Dutch first-year students. Students who were offered SI obtained significantly higher grades (d = 0.26) but did not score significantly different on mental well-being or belonging.

The Effect of Supplemental Instruction on STEM Course Performance

ABSTRACT This study investigates the relative impact of online delivery of supplemental instruction (SI) to undergraduate students enrolled in STEM courses at a large, four-year, Hispanic Serving Institution (HSI) in the southern United States. A multi-condition, randomized trial comparing the relative performance of in-person to online SI was implemented across 20 classroom-based courses over six academic semesters. Application of multilevel ordinal regression models to data obtained from implementation of two experimental conditions revealed that students assigned to in-person SI had higher final course grades than their online SI counterparts, but only when the online SI condition did not include access to the session recordings. These results suggest that synchronous online delivery of SI can be as efficacious as in-person SI when supplemented with asynchronous course resource supports. Implications for the design and future testing of SI models are discussed.

The Effect of Supplemental Instruction on Educational Accomplishments and Behaviors of Organic Chemistry Scholars

Supplemental Instruction (SI) is proved to be an effective application in universities and colleges around the world. SI is considered to decrease attenuation and enhance educating and accomplishment rate amongst pupils who took part in the study. We have applied SI on Organic Chemistry I lessons to support pupils’ engagement with acquiring the subject and information of Organic Chemistry, that is thought to be a tough and attenuating course. The goal of this study is to scrutinize the effect of SI addition in a big lecturing type Organic Chemistry class and meanwhile supporting scholars’ education and accomplishment in the mentioned class. The aim of the present study is to inspect if SI affects the scholars’ educational accomplishments, behaviors and educational capabilities. The tentative scheme is grounded on an experimental-like method that contains a survey of open-ended and Likert-scaled questions which was given to SI scholars and their scores have been compared with the scores of scholars who were not in SI plan. Results show that adding SI to Organic Chemistry lessons will have positive effects on scholars’ behavior towards the subject and involvement in the class, assist the scholars to grasp the subject and information better, enhance scholars’ abilities to solve the problems, and can be helpful in enhancing scholars’ accomplishment, success and education. SI scholars responded with an average of 81% on overall passing, where non-SI scholars had an average of 50%. SI scheme has delivered a special and personalized educational experience for scholars which ended in an improved conceptual perception.

The Effect of Supplemental Instruction on Student Performance

Supplemental Instruction (SI) is a practice of providing peer-assisted academic support for historically difficult courses in universities in the US and across the world. According to the Department of Education, participation in SI improves the course grade, likelihood of course completion, and students’ overall retention rates at the university. Research studies have also found evidence consistent with these claims. However, majority of the studies fail to account for the problem of selection of students into SI participation. To overcome this selection bias, we use administrative data from a mid-sized public university in Texas and exploit the within-course variation in SI offerings arising from factors like administrative changes, lack of funding, or inability to match an SI leader to a course. Results from intent-to-treat models indicate small positive effects on course GPA or likelihood of course completion for the overall population. The benefits of SI are larger for subgroups of female students, students with below median SAT/ACT scores, and juniors and seniors.

Peer-Based Supplemental Instruction in STEM: Differences in Effectiveness Across Transfer and Nontransfer Undergraduates

ABSTRACTAlthough there is a large body of research on the effectiveness of supplemental instruction for college undergraduates, very little of it has focused on transfer students, who often confront additional sources of stress and historically perform more poorly than their native student counterparts. In this study, we investigated the effectiveness of a peer-based supplemental instructional program in general and organic chemistry at a large state university over a six-year period, while considering differences across transfer and nontransfer students. The results suggest that the supplemental instruction improved outcomes overall but that nontransfer students benefit to a greater degree than transfer students, in the form of higher grades and pass rates, from attending supplemental instruction. The results suggest that peer-based supplemental instruction is a useful method to improve undergraduate student performance in chemistry, but more research is needed on ways to enhance the effectiveness of interventions in improving the performance of transfer undergraduate students in STEM fields.

The effect of supplemental instruction on academic performance: An encouragement design experiment

Supplemental Instruction (SI) or PASS (Peer Assisted Study Sessions) has been widely offered to students at tertiary institutions in many countries with the aim of improving academic performance. The SI/PASS evaluation literature is extensive, but it has not adequately addressed potential selection bias. We evaluate an SI/PASS program at an Australian university through a randomized-encouragement-design experiment. A randomly selected subgroup of students from first-year courses (N=6954) was offered large incentives (worth AUD 55,000) to attend PASS which increased attendance by an estimated 0.47 hours each. This first-stage (inducement) effect did not vary with the size of the incentive and was larger (0.89) for students from disadvantaged backgrounds. Instrumental-variable estimates suggest that 1 hour of PASS improved grades by 0.065 standard deviations, which is consistent with the non-experimental literature. However, this estimate is not statistically significant, reflecting limited statistical power. The estimated effect is largest for students in their first semester at university.

The Effect of Supplemental Instruction on Academic Performance: An Encouragement Design Experiment

While randomized controlled trials (RCTs) are the gold standard for impact evaluation, they face numerous practical barriers to implementation. In some circumstances, a randomized-encouragement design (RED) is a viable alternative, but applications are surprisingly rare. We discuss the strengths and challenges of RED and apply it to evaluate a mature Supplemental Instruction (SI) or PASS (Peer Assisted Study Session) program at an Australian university.A randomly selected subgroup of students from first-year courses (

On the Effectiveness of Supplemental Instruction

Supplemental instruction (SI)—variously known as peer-assisted learning, peer-assisted study sessions, and other names—is a type of academic support intervention popular in higher education. In SI sessions, a senior student facilitates peer learning between undergraduates studying a high-risk course. This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of SI. Twenty-nine studies met the inclusion criteria. Due to methodological heterogeneity and lack of consistency defining the SI treatment, qualitative synthesis methods were applied. For seven included studies, however, an effect size of SI participation on final grades was calculated, ranging from d = 0.29 to d = 0.60. The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.

Supplemental Instruction and Academic Success and Retention in Science Courses at a Hispanic-serving Institution

This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution(HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI ashaving a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible forneed-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage ofHispanic populations to find ways where they will support and retain a growing number of minority degree-seekingstudents. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting theScience, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to theexisting research that shows that SI is an effective student success intervention in improving academic success andcourse retention among Hispanic students in STEM related courses. The results showed a significant difference inacademic success and course completion among Hispanic students at an HSI with SI participation in Chemistry andPhysics courses.

The impact of supplemental instruction on learning competence and academic performance

This study investigated the effects of supplemental instruction, a peer‐assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students’ use of study skills and enhancing their motivation and academic performance. Pre‐ and post‐intervention learning competence measures (the 10 scales of the Learning and Study Strategies Inventory) were available for 430 first year undergraduate business students (Supplemental Instruction, n = 109; Non‐Supplemental Instruction, n = 321) from a university in Hong Kong. Structural equation modeling demonstrated that supplemental instruction had a significant effect on academic performance, both directly and indirectly via enhancement of student learning competence, after controlling for pre‐intervention learning strategy scores and previous academic achievement. This study provides evidence that supplemental instruction can be a very effective instructional strategy for promoting undergraduate student learning.

The Effect of Supplemental Instruction on Retention: A Bivariate Probit Model

Single equation regression models have been used to test the effect of Supplemental Instruction (SI) on student retention. These models, however, fail to account for the two salient features of SI attendance and retention: (1) both SI attendance and retention are categorical variables, and (2) are jointly determined endogenous variables. Adopting primarily from the economics education literature, this article applies the bivariate probit model, a model appropriate for the case of simultaneous binary choice, to analyze the effect of SI attendance on retention. It is demonstrated that single equation methods are likely to overestimate this effect.

Assessing the effectiveness of supplemental instruction: A critique and a case study

ABSTRACT Methods of assessing the effectiveness of Supplemental Instruction (SI) have neither satisfactorily nor conclusively demonstrated whether SI improves student performance in the university environment. Analysis which shows that students of all levels of preparedness attending SI perform better in the course than do their similarly prepared counterparts fails to account for other factors which may affect academic performance. This study points out deficiencies in existing research into the effectiveness of SI, suggests way of isolating the actual effect of SI on final student results, and posits, for future analytical work, a broadening of research methods to include non-statistical, qualitative forms of assessment. A case study of the effectiveness of SI in an engineering course at the University of the Witwatersrand, Johannesburg concludes the study.

Research studies on the effectiveness of supplemental instruction in mathematics

AbstractFindings from research studies provide some evidence that participation in Supplemental Instruction programs can have an effect in thefollowing areasfor students: course grades, rates of D and F grades and course withdrawals, and semester grade‐ point averages.

Effect of Supplemental Instruction on Student Performance In a Pharmaceutics Course

Effect of Supplemental Instruction on Student Performance In a Pharmaceutics Course

Breaking the Attrition Cycle: The Effects of Supplemental Instruction on Undergraduate Performance and Attrition

Breaking the Attrition Cycle: The Effects of Supplemental Instruction on Undergraduate Performance and Attrition